Aardrykskunde-leerlinge se gesindhede teenoor omgewingsbewaring

Abstract:

The urgency of the issues concerning man's relationship to the natural environment is confirmed by the large-scale publicity given these issues by the media. This had resulted in a fairly general public awareness of environmental issues. It is generally accepted that the next generation of decision makers should be more thoroughly equipped to face these environmental issues and problems, some of which threaten life's very existence. Over the past 15 years, several organizations have accepted the responsibility of making schoolchildren much more aware of the environment. Efforts to bring this about have been made outside formal education. There are indications that environmental education has had very little impact on our school programmes. It appears that particularly those school subjects which are supposed to introduce pupils to aspects of the natural environment, are still taught as if there were nothing wrong with the environment and as if the environment were just another topic to be studied. Environmental issues are avoided in most current school syllabuses, designed as they are to prepare pupils academically for university or the labour market. Particularly as a result of increased public pressure, the formal education sector will eventually have to accept responsibility for assimilating Environmental issues are avoided in most current school syllabuses, designed as they are to prepare pupils academically for university or the labour market. Particularly as a result of increased public pressure, the formal education sector will eventually have to accept responsibility for assimilating the principles of environmental education into school curricula. The White Paper on Environmental Education (April 1989) seems to support this. Some basic aspects of attitudes should be investigated in formal education. A personal value system is also important. The science of environmental education is described. It is believed that a lucid description of the science of environmental education will necessarily lead to the formulation of common objectives for environmental education and better coordination between all institutions and bodies involved in environmental education. The purpose of this research was to gauge the attitudes of geography pupils towards environmental conservation, and to clarify the role of geography in an environment-orientated teaching approach. The development should be regarded as an attempt to encourage the unforced introduction of environmental educational into formal education.